America the Grand essays

America the Grand essays "The population in the prison system of the US has doubled since nineteen eighty-five." ( System of a Down, The Prison Song, Toxicity.) It is things like this that make me feel that all is not well in America at the time being. It seems that America's patriotism has come back not soon enough after the events that took place on September eleventh, 2001. Even though; our prisons are crammed tight, people die daily, and rapes and other crimes take place continuously I still feel proud to be a citizen of the good ol' USA I am so proud to be an American that I will take up arms for this country if anything were to happen. To me, life in America is beautiful. We live in a country where we have so many rights and privileges. And yet; so many people take living in America for granted. I don't think that people realize what they have been given. Since; my birth I have been able to speak my mind freely without worrying about prosecution or worrying about getting my tongue cut out of my mouth. I have lived in a country without too much racism, or terror I feel that this is because our Declaration of Independence stated that "all men are created equal" (Thomas Jefferson, Declaration of Independence) and it makes people think that if they felt this way back then, than why can't we now. The privileges that people mainly take for granted are driving. People think that it is a right and that they deserve to be able to drive the way they want to. Another privilege that people take for granted is public education. In most other countries there is public education, kids are lucky if they e ven get any sort of education at all. There is more so don't get to comfortable. Maybe, public transportation here we have free rides to school or we can pay close to nothing to ride a bus for as long as we want to. We also have access to libraries in every town. Freedom of religion is practiced in the US also. We can believe...

Orwellian - Definition and Examples

Orwellian s To describe something as Orwellian is to say that it brings to mind the fictional totalitarian society of Oceania described in George Orwells novel Nineteen Eighty-Four. In Orwells novel, all citizens of Oceania are monitored by cameras, are fed fabricated news stories by the government, are forced to worship a mythical government leader called Big Brother, are indoctrinated to believe nonsense statements (the mantra WAR IS PEACE, SLAVERY IS FREEDOM, IGNORANCE IS STRENGTH), and are subject to torture and execution if they question the order of things. The word is sometimes used to describe a particularly anti-libertarian government policy, but it is also sometimes used to describe the peculiar, nonsensical thought process behind Oceanias social structure- a thought process in which ideas that are obviously self-contradictory are accepted as true based on the fact that an authority figure is asserting them. Orwellian Policies The Bush administrations No Child Left Behind program (which is unfunded and therefore technically leaves children behind) and Clear Skies Initiative (which weakens anti-pollution regulations and therefore technically makes skies less clear) are often cited as examples of Orwellian policies, but so are Londons omnipresent surveillance cameras and North Koreas patriotism indoctrination camps. The best way to understand what does and does not constitute Orwellian policy is to read Nineteen Eighty-Four itself. Secondhand descriptions of Oceania do not do justice to the oppressive, mind-wracking atmosphere described in the novel.

Advantages and disadvantages of presumptive test Essay

Advantages and disadvantages of presumptive test - Essay Example Presumptive test yields immediate results to the testing staff. The staff therefore acquires instant snapshots of results and consequently decides on whether to issue a normal remedy or not (Paik 2011 p. 78). It is imperative that the test enables forensic drug tests to identify the possibility of a particular drug substance. Presumptive test applies principles of gas chromatography in isolating suspected drug from a given sample of blood. The second advantage that comes with presumptive test is that it helps forensic drug test technicians to narrow down possibilities in the suspected substance (Grine & Rackley 2010, p.14). After narrowing down the number of possible tests, technicians can easily decide on which particular test to conduct rather than use of many unguided trial and error experiments. Limiting number of possible test is beneficial to an organization in terms of resource allocation and time. Similarly, presumptive tests help to minimize the amount of materials and test reagents that trial and error tests would have absorbed.Forensic drug test technicians benefits from ability of presumptive tests to identify evidences that naked eyes may fail to see. Ability to reveal chemical properties of sample analyte results from use of various chemicals such as barium chloride reagent, potassium hydroxide and silver nitrate reagent (Paik 2011, p. 78). These reagents give technicians specific observable results that enable them to observe what naked eyes cannot observe.

Contemporary ethical issues of Euthanasia Research Paper

Contemporary ethical issues of Euthanasia - Research Paper Example Abrahamic religion teaches us that God is the only person who can take life away. Meaning that God is the one who owns you and it is up to him to decide when you are going to die. Christians have no option than to painfully prolong their life until death occurs naturally. If the patient is a Christian, then his religion teaches him that he should fear God and should not consider Euthanasia as an option. The religion also teaches that life is a gift from God and therefore sustaining and terminating it is under his control. ‘Christians believe that life is more that the existence of biology and a human being has a soul t within his body and therefore, death releases his soul to eternal destiny. In Exodus 20: 13 and 1 John 3:15, they explain that life is by God’s choice and therefore, the cessation of life is also by his design. According to these scriptures we believe that it is morally wrong to take the life of another human being. However, the society is becoming more pe rverse in relation to the sacredness of life. With abortion being legalized, the ensuing view of life is also reaching at its low level, where by, the right to die option has come up, as well as dying with pride and other models dealing with value and quality of life are slowly dominating the thinking of our humanity. (Young, 2010). One debatable concept that has come is euthanasia, deliberately ending the life of an individual who is suffering from incurable or painful disease. The request for euthanasia can either be voluntary or non-voluntary. The person responsible for the patient can also make a decision on behalf of the patient. This is morally unacceptable and secondly it is murder. Passive euthanasia or withholding the life of a new born through starvation or similarly withholding the life of an extremely ill patient is also referred to as euthanasia (Rachels, 2005). From the acceptable medical related euthanasia, it is one of the step to eliminate the financial or social burden from individuals who are responsible for the terminally ill patient, such death is short of murder and should therefore, not be accepted in a society. Additionally, there are social implications of euthanasia for example, the elderly, sick, handicapped and above all the life in its own way. The study of Abrahamic religions explains that the disposition of every life is more than sacred and cannot be entrusted to the control of human beings. It should be left in the hands of the almighty, putting in mind that God is the doer of all things (Young, 2010). 1 Corinthians 6:19-20 state that human beings are the temple of the Holy Ghost, which is in every human being, and has God and not their

Need of Education Essay Example for Free

Need of Education Essay Examples: a) School qualifications no training semiskilling work b) School qualifications apprenticeship skilled worker/skilled employee c) Lower/intermediate secondary school qualifications apprenticeship master craftsman d) University entrance qualifications apprenticeship additional training occupation e) University entrance qualifications apprenticeship higher education executive position f) University entrance qualifications higher education executive position These examples illustrate that there are two ways of looking at the benefits of training. The first, which is marginal in one sense, answers the question of what benefits are to be obtained from adding a further stage to the training path already completed. The second is more typical and concerned with the incomes to be obtained from specific training routes. A comparison is made between the incomes attained at 30 years of age and those resulting from the next lower training path. This may be, for example, the benefits of an enterprise-based apprenticeship on the road to an academic qualification (path 6 compared with path 5). The additional income minus the costs of training produces (allowing for interest) the return on the training investment. From a macroeconomic viewpoint, investments in education and training are, to a certain degree, investments in the infrastructure, and the return on such investments becomes apparent only in the long term. The concept of benefits also includes other aspects which need to be kept apart. It is helpful in the first instance to distinguish between the benefits resulting from the efficiency of the education system and its quantitative performance, on the one hand, and the benefits in terms of subsequent yields (economic growth, low unemployment, tax revenues) on the other. The efficiency benefit is the ability of the education and training system to train the younger generation in suitable institutions so as to minimize the costs of students repeating classes or dropping out of higher education and thus reduce excessively long education and training periods. The benefits from vocational education and training are also associated with the allocative functions of the labour market. One function of vocational education and training is to ensure that the supply of labour matches demand. A training system should at least produce approximately those qualifications which are required on the labour market. There are therefore two sides to the benefits of investments in training. In formal terms, the benefit is the return on a long-term investment, but this return results from the allocative effects of the labour market. It would be an excessively narrow perspective if researchers were to look only at the return on investment in terms of human capital. And concentrating exclusively on the allocative aspects of the labour market would ignore the fact that education and training are an investment in themselves. There is also a third aspect to consider. Return on investment calculations can normally encompass only the direct costs and benefits, i. e. the returns of the first type. But investments in education and training also have effects on other areas. There may be positive or negative effects of a second type. Positive (synergy) effects occur when investments in education and training at one point raise productivity at another. These include in particular education and training investments which equip their recipients to work in research and development. Negative secondary effects occur in the form of redundancies when lesser qualified employees are replaced by their more qualified counterparts. There are numerous ways in which expenses may be refunded for training outside the workplace (refunding), e. g. by employers and employment offices. These refunds are deducted from individual expenses in the costs model (cf.Figure 6, p. 232). The survey aimed, first, to establish the direct costs, i. e. expenses directly associated with the continuing training measure as such (course and event fees, spending on learning materials, travelling expenses, board and lodging, cost of child care where applicable, and all other costs directly associated with participation in continuing training programmes). The survey also looked at indirect, or opportunity, costs. Unlike direct costs, indirect costs entail no expenses, but arise in the form of lost earnings (e. g.  unpaid leave or reduced working hours for continuing training purposes, but not the hypothetical earnings of someone who was previously unemployed) and the loss of leisure time. The leisure time lost consists of that time spent exploring the market, the time invested in the actual training programme, travelling time, preparation and follow-up and, in some cases, paid leave. However, the yardsticks used to convert the loss of leisure time into fictitious costs are ultimately based entirely on random decisions. Even the net income earned from employment, which would be a plausible choice, does not provide a suitable measure here. Either the individual may not consider taking paid employment during leisure time unless it is moonlighting or may regard it as a consumer good rather than a loss of leisure time. For this reason, the BIBB survey was limited to recording the amount of leisure time lost and no attempt was made to place a monetary value on it. Neither was it possible to apply any rules for evaluating the benefits. While it is quite clear that the profitability of continuing training is determined by the benefits, the input encompasses not only the time and money invested, but also the physical and mental exertion associated with learning. Private individuals, just like companies, are willing to subject themselves to continuing training only if it yields overall rewards. But these rewards depend on whether the training is a consumer good and the benefits are to be found in actual consumption, or whether it has been chosen for career, i. e. economic, reasons. Economic benefits may arise in many different ways: continuing training may serve to refresh knowledge, to adjust to new developments, to secure promotion and raise status, or else to avoid unemployment. Another consideration is that the benefits are normally not yet visible at the actual time of training. Those who opt for continuing training hope it will secure them promotion or save them from unemployment. Whether these objectives are actually attained emerges at a later stage. It is therefore objectively impossible to isolate the economic benefits of continuing training from other benefit factors. For this reason the survey was limited to presenting the respondents with a list of benefits and asking them to rate their importance in qualitative terms. http://www. cedefop. europa. eu/EN/Files/RR1_Kau. pdf.

Spielberg Bio :: essays research papers

Steven Allan Spielberg was born December 18, 1946, in Cincinnati, Ohio, to parents Arnold, an electrical engineer, and Leah, a former concert pianist. Spielberg was raised in Phoenix, Arizona, where his love for film and business savvy were always apparent. At age 12, he used the money he earned from his tree-planting business to fund his first amateur film, for which he also wrote the script. stardom is no science fiction Despite his early experience with filmmaking -- he made Escape to Nowhere, a 40-minute war movie at 13, and a 140-minute film entitled Firelight at 16 (science-fiction, of course) -- he was still rejected from USC's prestigious filmmaking program twice. Spielberg attended California State University instead, where he received his BA in English, and where he also studied cinema. The aspiring filmmaker finally got his rite of passage into television after his short film, Amblin' (also the name of Spielberg's independent company) received much praise at the Atlanta Film Festival. A 20-year-old Spielberg landed a 7-year contract with Universal-MCA, making him one of the youngest TV directors there. Spielberg worked on television shows such as Marcus Welby, M.D. and Colombo, and the pilot episode for the series Night Gallery, which starred Joan Crawford (he and Crawford had remained close friends until her death). As for film, Spielberg worked on made-for-TV movies like Something Evil (1972) and Savage (1973), but it was 1972's Duel which made everyone raise their eyebrows. It became a cult classic and helped forge his way into cinema. express to success Spielberg's entrance into film was marked by 1974's The Sugarland Express, which marked him as a Hollywood up-and-comer. But it was the film Jaws that would not only instill a fear of the ocean for people; it also launched Spielberg to A-list status and solidified what we now know as the summer blockbuster. When Close Encounters of the Third Kind was released in 1977, it was clear that Spielberg was a force to be reckoned with; the Academy also recognized his skills by honoring him with a Best Director Oscar nomination. With hits come misses, and Spielberg had some of those too, namely, his first comedic attempt, 1941. The film flopped, but with the coming of a new decade, Spielberg had the force to strive ahead and become the most powerful director of his time. Spielberg and his buddy, fellow movie powerhouse George Lucas, joined efforts to make a little film called Indiana Jones and the Raiders of the Lost Ark, which Spielberg directed.

Creon’s tragic Downfall Essay

Creon is the tragic hero of the play, Antigone, by Sophocles, and suffers the greatest downfall. It all begins when he maes his public announcment as the new king. He states his message loud and clearly to everyone, that if anyone feels the need to bury the body od Polyneices, they will be going against the law and will be sentenced to death. In this powerful speech, he shows the need for control and order in the way he plans to rule. At the same time, he is showing arrogance in the way he insures all of his choices in judgement are correct. Creon is told that someone has gone against his words and burried the body of Polyneices; he becomes outraged and orders the sentry to find him and turn him over at once. The sentry watches as he sees Antigone come out to bury her brother’s body for a second time. He catches her and she is presented to Creon. Creon questions her, and she does not deny what she has done. He orders her to death. She tells him her reasons for her actions, but they are completely ignored by Creon. Antigone is going to be taken toa vault and left to die. Creon, being stubborn, won’t even listen to the pleas and threats of his own son, but when Teiresias enters, he listens to what will happen if he does not change his decisions. So he takes a drastic turn. He pushed all of his arrogance aside, along with his stobbornness and he asks for help, â€Å"what shall I do?† At this moment he becomes weak in front of his people. Creon the king, asking for help? He is suppose to know it all! He is then told to go quickly and free Antigone from her vault and build a tomb for the body of Polynieces. Creon is ordered to do exactly what he stated was against the law, but in order to save himself, he follows everything that he is told. Immediately he performs a burial for Polynieces and digs out Antigone’s vault, in hopes of saving himself from the proce of paying flesh for flesh. Asking for help is not an easy thing to do, especially when you’re so head strong like Creon, but asking for help in a situation where you know you need it shows incredible courage. If only Creon had done it a little bit  earlier. After doing everything he could to change his stubborn choices, he fails. Mourning over what destruction he had caused, the deaths of his wife, son, and Antigone are his entire fault. He has tragicallu ruined himself, and now instead of dying,je os fprced to live in shame and in great pain in front of the people he ruled for his short time as king.